A comparative study of the effect of two educational methods of motivational interviewing and peers on self‑efficacy of female high school students in relation to puberty health

Adolescents experience many physical and psychological changes during adolescence. Not paying attention to the issue of girls’ puberty may have a negative impact on their mental health and self‑efficacy in future. The aim of this study was to compare the two methods of motivational interviews and peers on puberty health of female high school students.

This study was performed semi‑experimental intervention on 334 high school students in 2019 through multi‑stage randomization. Data using two demographic questionnaires and Scherrer self‑efficacy questionnaire in three stages (pre‑test, immediately after the test and one month after the test). It was collected that in the motivational interview group, 5 training sessions were presented, and in the peer group, only one training session was taught to the peers and the control group was not trained in any intervention.

Immediately after, and 1 month after the intervention, the two intervention groups had significantly better scores in self‑efficacy compared to the control group (P = 0.001). The mean score of self‑efficacy in the control group in the three time periods before, immediately, and one month after the intervention, respectively (50.75 ± 5.322, 50.45 ± 5.34, 50.45 ± 5.37), in the motivational interview group (50.56 ± 5.95, 53.63 ± 5.83, 56.03 ± 6.49) and in the peer group (50.10 ± 5.62, 54.40 ± 4.28, 59.19 ± 4.43) was. Moreover, there were significant differences in self‑efficacy scores within and between the groups by time (P < 0.001) in intervention groups.

This study showed that puberty health education increases students’ self‑efficacy, that correct information should be conveyed by peers and motivational interview, and motivational interview is more effective.